Measuring and forecasting progress in education: what about early childhood?

Abstract A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, whi...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Linda M. Richter, Jere R. Behrman, Pia Britto, Claudia Cappa, Caroline Cohrssen, Jorge Cuartas, Bernadette Daelmans, Amanda E. Devercelli, Günther Fink, Sandra Fredman, Jody Heymann, Florencia Lopez Boo, Chunling Lu, Elizabeth Lule, Dana Charles McCoy, Sara N. Naicker, Nirmalo Rao, Abbie Raikes, Alan Stein, Claudia Vazquez, Hirokazu Yoshikawa
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/0e3b0653d29e4d8d913a394262d49ea3
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:0e3b0653d29e4d8d913a394262d49ea3
record_format	dspace
spelling	oai:doaj.org-article:0e3b0653d29e4d8d913a394262d49ea32021-12-02T18:03:06ZMeasuring and forecasting progress in education: what about early childhood?10.1038/s41539-021-00106-72056-7936https://doaj.org/article/0e3b0653d29e4d8d913a394262d49ea32021-09-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00106-7https://doaj.org/toc/2056-7936Abstract A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.Linda M. RichterJere R. BehrmanPia BrittoClaudia CappaCaroline CohrssenJorge CuartasBernadette DaelmansAmanda E. DevercelliGünther FinkSandra FredmanJody HeymannFlorencia Lopez BooChunling LuElizabeth LuleDana Charles McCoySara N. NaickerNirmalo RaoAbbie RaikesAlan SteinClaudia VazquezHirokazu YoshikawaNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Linda M. Richter Jere R. Behrman Pia Britto Claudia Cappa Caroline Cohrssen Jorge Cuartas Bernadette Daelmans Amanda E. Devercelli Günther Fink Sandra Fredman Jody Heymann Florencia Lopez Boo Chunling Lu Elizabeth Lule Dana Charles McCoy Sara N. Naicker Nirmalo Rao Abbie Raikes Alan Stein Claudia Vazquez Hirokazu Yoshikawa Measuring and forecasting progress in education: what about early childhood?
description	Abstract A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.
format	article
author	Linda M. Richter Jere R. Behrman Pia Britto Claudia Cappa Caroline Cohrssen Jorge Cuartas Bernadette Daelmans Amanda E. Devercelli Günther Fink Sandra Fredman Jody Heymann Florencia Lopez Boo Chunling Lu Elizabeth Lule Dana Charles McCoy Sara N. Naicker Nirmalo Rao Abbie Raikes Alan Stein Claudia Vazquez Hirokazu Yoshikawa
author_facet	Linda M. Richter Jere R. Behrman Pia Britto Claudia Cappa Caroline Cohrssen Jorge Cuartas Bernadette Daelmans Amanda E. Devercelli Günther Fink Sandra Fredman Jody Heymann Florencia Lopez Boo Chunling Lu Elizabeth Lule Dana Charles McCoy Sara N. Naicker Nirmalo Rao Abbie Raikes Alan Stein Claudia Vazquez Hirokazu Yoshikawa
author_sort	Linda M. Richter
title	Measuring and forecasting progress in education: what about early childhood?
title_short	Measuring and forecasting progress in education: what about early childhood?
title_full	Measuring and forecasting progress in education: what about early childhood?
title_fullStr	Measuring and forecasting progress in education: what about early childhood?
title_full_unstemmed	Measuring and forecasting progress in education: what about early childhood?
title_sort	measuring and forecasting progress in education: what about early childhood?
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/0e3b0653d29e4d8d913a394262d49ea3
work_keys_str_mv	AT lindamrichter measuringandforecastingprogressineducationwhataboutearlychildhood AT jererbehrman measuringandforecastingprogressineducationwhataboutearlychildhood AT piabritto measuringandforecastingprogressineducationwhataboutearlychildhood AT claudiacappa measuringandforecastingprogressineducationwhataboutearlychildhood AT carolinecohrssen measuringandforecastingprogressineducationwhataboutearlychildhood AT jorgecuartas measuringandforecastingprogressineducationwhataboutearlychildhood AT bernadettedaelmans measuringandforecastingprogressineducationwhataboutearlychildhood AT amandaedevercelli measuringandforecastingprogressineducationwhataboutearlychildhood AT guntherfink measuringandforecastingprogressineducationwhataboutearlychildhood AT sandrafredman measuringandforecastingprogressineducationwhataboutearlychildhood AT jodyheymann measuringandforecastingprogressineducationwhataboutearlychildhood AT florencialopezboo measuringandforecastingprogressineducationwhataboutearlychildhood AT chunlinglu measuringandforecastingprogressineducationwhataboutearlychildhood AT elizabethlule measuringandforecastingprogressineducationwhataboutearlychildhood AT danacharlesmccoy measuringandforecastingprogressineducationwhataboutearlychildhood AT sarannaicker measuringandforecastingprogressineducationwhataboutearlychildhood AT nirmalorao measuringandforecastingprogressineducationwhataboutearlychildhood AT abbieraikes measuringandforecastingprogressineducationwhataboutearlychildhood AT alanstein measuringandforecastingprogressineducationwhataboutearlychildhood AT claudiavazquez measuringandforecastingprogressineducationwhataboutearlychildhood AT hirokazuyoshikawa measuringandforecastingprogressineducationwhataboutearlychildhood
_version_	1718378791619788800

Measuring and forecasting progress in education: what about early childhood?

Ejemplares similares